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kristinaolson30

All Quiet on the Western Front (1930) - IMDb - 0 views

www.imdb.com/tt0020629

video

shared by kristinaolson30 on 29 Jan 11 - No Cached
  • kristinaolson30 on 29 Jan 11
     
    "This is an English language film (made in America) adapted from a novel by German author Erich Maria Remarque. The film follows a group of German schoolboys, talked into enlisting at the beginning of World War 1 by their jingoistic teacher. The story is told entirely through the experiences of the young German recruits and highlights the tragedy of war through the eyes of individuals. As the boys witness death and mutilation all around them, any preconceptions about "the enemy" and the "rights and wrongs" of the conflict disappear, leaving them angry and bewildered. This is highlighted in the scene where Paul mortally wounds a French soldier and then weeps bitterly as he fights to save his life while trapped in a shell crater with the body. The film is not about heroism but about drudgery and futility and the gulf between the concept of war and the actuality. "
  • kristinaolson30 on 29 Jan 11
     
    Another movie
Siri Anderson

How a Bill Does Not Become a Law - SNL - YouTube - 0 views

www.youtube.com/watch

SNL School_House_Rocks legislative

shared by Siri Anderson on 08 Apr 19 - No Cached
  • Siri Anderson on 08 Apr 19
     
    This is a great adaptation on the original.
drewevanaho

Occupational Therapy & Therapists Explained - 1 views

www.webmd.com/...occupational-rehab

Adaptation SOUP OT

shared by drewevanaho on 26 Apr 22 - No Cached
  • Occupational therapy (OT) teaches you how to adapt. It can help you perform any kind of task at school, work, or in your home. You’ll learn how to use tools (you may hear them called assistive devices) if you need them.
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      OT Information
Katelyn Karsnia

Pediatric Physical Therapy Program | Children's Minnesota - 0 views

www.childrensmn.org/...physical-therapy

ABCSoup ED3780 Siri Adaptations PT

shared by Katelyn Karsnia on 20 Mar 22 - No Cached
  • Physical therapists evaluate and treat children with a wide range of diagnoses, including: Autism Spectrum Disorder (ASD) Cancer Cerebral palsy Chronic pain Concussion Cystic Fibrosis Developmental Coordination Disorder Developmental delay Genomic medicine Hemophilia Juvenile arthritis Orthopedic injuries or conditions Pediatric obesity Plagiocephaly Stroke Toe Walking Torticollis Traumatic brain injury
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      What PT helps with
  • pediatric physical therapists (PTs) are experts in evaluating and treating children who have difficulties moving their bodies.
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Definition of PT
  • Coordination Balance Strength and endurance Joint motion or protection Movement and mobility Orthotic and prosthetic use Walking Posture and positioning Pain Management Adaptive equipment Physical participation daily activities in home/community Developmental milestones Infant head shape Dizziness
  • ...1 more annotation...
  • PT evaluation
    • Katelyn Karsnia
      Katelyn Karsnia on 20 Mar 22
       
      Concerns for needing PT
Marah Ryks

No Impact Project » For Educators - 0 views

noimpactproject.org/ol-environment-curriculum-html

eco consumption green lesson plans

shared by Marah Ryks on 22 Jan 12 - Cached
  • Marah Ryks on 22 Jan 12
     
    This site contains free lesson plans on consumption, energy, food, transportation, and water. The site has limitless opportunities, whether you use it as a starting point for a lesson, to teaching the whole curriculum. Note that the site is FREE, and the lesson plans can be adapted to the younger grades.
Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views

quod.lib.umich.edu/...text-idx

Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy

shared by Siri Anderson on 14 Feb 10 - Cached
  • Instructional technology seeks to disprove the idea that "great teachers are born, not made."
  • "Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
  • What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
  • ...15 more annotations...
  • Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
  • The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
  • The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
  • In simple terms, objectivism holds that learners are the passive receivers of knowledge.
  • Cognitivism requires that learners devise methods for learning content.
  • Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
  • nchored instruction is simply the idea that learning should be centered on problems.
  • he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
  • Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
  • Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
  • Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
  • The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
  • Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
  • Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
  • By the year 2099 there will no longer be any clear distinction between humans and computers.
  • Siri Anderson on 14 Feb 10
     
    This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
rebeccaschreurs

If You're Angry and You Know It | Learning for Justice - 2 views

www.learningforjustice.org/...if-youre-angry-and-you-know-it

lesson intro UDL communicate read

shared by rebeccaschreurs on 28 Sep 21 - No Cached
  • ncourage your students to exercise their helpful reactions in their everyday lives, using the song as a reminder.
    • rebeccaschreurs
      rebeccaschreurs on 28 Sep 21
       
      Allow for several means of communicate through visual arts, theatre, writing, etc.
  • Have students act out the lyrics with dramatic body language and gestures, using scenarios from both lists.
  • nvite students to create additional helpful reactions to include in the song.
    • rebeccaschreurs
      rebeccaschreurs on 28 Sep 21
       
      Like drawing, painting, coloring a picture that represents reactions- create a poem that aligns to the song make a short video/skit to the song
  • ...13 more annotations...
  • Music
  • If You’re Happy and You Know I
  • uch as “talk it over,” “count to ten,” “stop and think” and “just relax.”
  • If you’re angry and you know it”
  • If you’re angry and you know it, that’s OK, you can control it”
  • e how to respond to their anger
  • Emphasize the importance of “owning” anger and finding constructive ways to control it.
  • brainstorm
  • Distinguish between behaviors they have seen help and hurt in the heat of the moment.
  • Record
  • Explain
  • introduce the adapted version of the song.
  • Discuss
Siri Anderson

Communicating with LOVE: Listening - The 20 Minute Guide - 0 views

the20minuteguide.com/...listening

empathy addiction mental-health PlanB Adaptations

shared by Siri Anderson on 16 Nov 21 - No Cached
  • Siri Anderson on 16 Nov 21
     
    The Invitation to Change model for supporting people struggling with substance abuse issues provides a similar framework that we see in Greene's ALSUP/Plan B model. You may find this model for empathic listening more accessible than the others shared. Since addiction almost always begins in adolecence, researchers have begun classifying it as a delayed learning disability. If schools could catch and address the lagging skills that get in the way of students' success without brain altering substances, we might face fewer issues with addiction later down the line. Food for thought.
clwisniewski

Visual impairment in the classroom - 0 views

www.readandspell.com/...al-impairment-in-the-classroom

Visual Impairment in the Classroom

shared by clwisniewski on 17 Nov 21 - No Cached
  • Visual impairment in the classroom
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Another great classroom resource!
  • Visual cues are central to most early childhood education systems.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      This is incredibly true, almost every lesson we will teach have some aspect of a visual. How will we accomplish our lessons without visuals?
  • In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Prior to research, when I heard "vision impairment" I would typically think of someone who is blind. Throughout researching this disability I have realized that it is so much more. Something as simple as needing glasses for being near sided or far sided is consider a vision impairment.
  • ...4 more annotations...
  • Tips for teachers working with students who are visually impaired
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Below are some very basics tips to help accommodate your visually impaired students.
  • Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      An interesting statistic!
  • Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two. However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      It's good to continue assessing visually impaired students in case they need further assistance.
  • For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers. It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      This could be included in a student's IEP, so they have access to a device that can assist them with reading and writing.
mrsremick4

Three Models of Curriculum for Gifted and Talented Students | The National Research Cen... - 0 views

nrcgt.uconn.edu/...fall945

Gifted and Talented Adaptations

shared by mrsremick4 on 19 Nov 21 - No Cached
  • excellent resource in helping teachers develop challenging curriculum for gifted and talented students in their classroom. The book is unique in that it focuses exclusively on curriculum development and is geared toward all grade levels. Three curriculum models are emphasized throughout the book and each is explained in detail in the first chapter.
humzacj

Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education... - 0 views

journals.sagepub.com/...0042085912441483

Adaptations 5780 Culturally responsive teaching

shared by humzacj on 23 Sep 21 - No Cached
    • humzacj
      humzacj on 23 Sep 21
       
      What is a good way to build relation ships with students?
  • a
  • chlohawk on 25 Sep 21
     
    Hi there! I think that building relationships with students is key to being able to work with them in the classroom. I think that it's not as hard as we think it may be, and that it's much like building relationships with fellow adults, but children can be very different. It does differ with their age, but I think it starts with learning about their interests, even dislikes, and what's important to them. If they happen to like spiders, like a student I worked with the other day, I was then able to suggest to him to draw one while he was thinking of what to do for drawing an animal. Although we can't really have one-on-one experiences with our students as much, it all happens in stages and the dedication to fostering the relationship is so important!
drewevanaho

Behavior Disorders: Definitions, Characteristics & Related Information | Council for Ch... - 0 views

debh.exceptionalchildren.org/cteristics-related-information

Adaptation Management SOUP EBD

shared by drewevanaho on 25 Apr 22 - No Cached
  •    (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.      (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.      (C) Inappropriate types of behavior or feelings under normal circumstances.      (D) A general pervasive mood of unhappiness or depression.      (E) A tendency to develop physical symptoms or fears associated with personal or school problems.”
    • drewevanaho
      drewevanaho on 25 Apr 22
       
      Definitions of EBD
  • drewevanaho on 25 Apr 22
     
    "    (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.      (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.      (C) Inappropriate types of behavior or feelings under normal circumstances.      (D) A general pervasive mood of unhappiness or depression.      (E) A tendency to develop physical symptoms or fears associated with personal or school problems.""
drewevanaho

Muscular dystrophy - Symptoms and causes - Mayo Clinic - 0 views

www.mayoclinic.org/...syc-20375388

Adaptation SOUP MD

shared by drewevanaho on 29 Jan 22 - No Cached
  • Muscular dystrophy is a group of diseases that cause progressive weakness and loss of muscle mass. In muscular dystrophy, abnormal genes (mutations) interfere with the production of proteins needed to form healthy muscle.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Muscular dystrophy definition
  • Symptoms
    • nikkilh
      nikkilh on 29 Jan 22
       
      symptoms of MD
  • Causes
    • nikkilh
      nikkilh on 29 Jan 22
       
      causes of MD
  • ...1 more annotation...
  • Frequent falls Difficulty rising from a lying or sitting position Trouble running and jumping Waddling gait Walking on the toes Large calf muscles Muscle pain and stiffness Learning disabilities Delayed growth
    • drewevanaho
      drewevanaho on 25 Apr 22
       
      Signs/Symptoms of MD
  • jkolodji on 04 Feb 22
     
    "Muscular dystrophy is a group of diseases that cause progressive weakness and loss of muscle mass. In muscular dystrophy, abnormal genes (mutations) interfere with the production of proteins needed to form healthy muscle. There are many kinds of muscular dystrophy. "
drewevanaho

Multiple sclerosis - Symptoms and causes - Mayo Clinic - 0 views

www.mayoclinic.org/...syc-20350269

Adaptation SOUP MS

shared by drewevanaho on 25 Jan 22 - No Cached
  • Multiple sclerosis (
  • disabling disease of the brain and spinal cord (central nervous system).
  • can cause permanent damage or deterioration of the nerves.
  • ...16 more annotations...
  • ose the ability to walk independently or at all, while others may experience long periods of remission without any new symptoms.
  • no cure for multiple sclerosis
  • Numbness or weakness in one or more limbs that typically occurs on one side of your body at a time, or your legs and trunk Electric-shock sensations that occur with certain neck movements, especially bending the neck forward (Lhermitte sign) Tremor, lack of coordination or unsteady gait
  • Partial or complete loss of vision, usually in one eye at a time, often with pain during eye movement Prolonged double vision Blurry vision
  • lurred speech Fatigue Dizziness Tingling or pain in parts of your body Problems with sexual, bowel and bladder function
  • xperience periods of new symptoms or relapses that develop over days or weeks and usually improve partially or completely.
  • elapses are followed by quiet periods of disease remission that can last months or even years.
  • 50% of those with relapsing-remitting MS eventually develop a steady progression of symptoms, with or without periods of remission, within 10 to 20 years from disease onset
  • autoimmune disease in which the body's immune system attacks its own tissues.
  • Certain infections
  • Climate
  • Vitamin D
  • Certain autoimmune diseases
  • Smoking
  • Muscle stiffness or spasms Paralysis, typically in the legs Problems with bladder, bowel or sexual function Mental changes, such as forgetfulness or mood swings Depression Epilepsy
  • Numbness or weakness in one or more limbs that typically occurs on one side of your body at a time, or your legs and trunk Electric-shock sensations that occur with certain neck movements, especially bending the neck forward (Lhermitte sign) Tremor, lack of coordination or unsteady gait
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      Symptoms of MS
  • jkolodji on 04 Feb 22
     
    Clinical view of MS
drewevanaho

What is Nonverbal Learning Disorder? | NVLD Symptoms & Strategies - 0 views

www.churchillstl.org/...nonverbal-learning-disorder

Adaptation SOUP NLD

shared by drewevanaho on 26 Apr 22 - No Cached
  • Early Signs of nonverbal learning disorder
    • drewevanaho
      drewevanaho on 26 Apr 22
       
      Signs of NLD
drewevanaho

Traumatic Brain Injury | TBI | MedlinePlus - 0 views

medlineplus.gov/traumaticbraininjury.html

Adaptation SOUP TBI

shared by drewevanaho on 27 Apr 22 - No Cached
  • A brief loss of consciousness in some cases. However, many people with mild TBI remain conscious after the injury. Headache Confusion Lightheadedness Dizziness Blurred vision or tired eyes Ringing in the ears Bad taste in the mouth Fatigue or lethargy A change in sleep patterns Behavioral or mood changes Trouble with memory, concentration, attention, or thinking
    • drewevanaho
      drewevanaho on 27 Apr 22
       
      Symptoms of TBI
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